Weekly outline

  • HP 223 Home

  • Unit 1: Teaching-Learning in the Clinical Context

    In this unit, you will explore the vast learning environment where clinical teaching takes place.  It emphasizes how clinical teaching can be done in the classroom, the laboratory, and the community and clinical setting.    This unit will also provide you with the opportunity to explore the characteristics of both the clinical learner and the clinical teacher.  The unit ends with the development of appropriate learning outcomes for your chosen unit of instruction.

    • Study Unit 1:  Course Introduction

    • Recording of Synchronous Session 1 Jan 31, 2024 URL
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      Introduction to the course 

    • Study Unit 2:  Bridging the Gap from Classroom to Clinics

    • Additional Resoources:

    • Activity 1: Discussion Forum URL
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      Issues in Clinical Teaching

      What is a most pressing issue in clinical teaching today? Share some personal experiences related to this issue. How do you think this can be addressed and by whom?

      Record a 90-second video response in Flipgrid. 

      Then view your classmates' responses and send a comment, question, or reaction to at least 3 of your classmate's responses.

      Post your response & comments by Feb 6, 2024 at 9:00pm

    • Study Unit 3:  Roles of the Clinical Teacher

    • Synchronous Session 2: Feb 14, 2024 (Online) URL

      Discussion on Roles of the Clinical Teacher

    • Assignment # 2 ROLE DIAGRAM Due: Feb 19, 2024
      Due: Monday, 19 February 2024, 9:00 PM
      Make a submission
    • Additional Resource URL
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      Pratt, D. D., Arsenau, R., & Collins, J. B. (2001). Theoretical foundations: Reconsidering ‘Good Teaching’ across the continuum of medical education. Journal of Continuing Education in the Health Professions, (21):  2

    • Activity 2: Attributes of a Good Clinical Teacher Forum

      Participate in the discussion forum by answering the following question:

      Am I a good clinical teacher? What attributes do I possess that make a one?  What attributes do I still need to develop?

      Post at least one answer to the discussion question and respond or provide a comment to responses of at least 3 of your classmates.  Find out common attributes you have and those that are unique to each one.  Keep your answers brief and concise. Your responses will not be graded, but you are encouraged to participate in the discussion.  You have until Feb 21, 2024 9:00pm to post your responses and comments.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Assignment #3: My Teaching Contract Due: Feb 23, 2024
      Due: Friday, 23 February 2024, 9:00 PM
      Make a submission

    • Study Unit 4: Clinical Competence

    • Synchronous Session 3: Face to Face on Feb 28, 2024

      If you cannot join the face to face , log in to our Zoom room:

      https://up-edu.zoom.us/j/98184231365

      Meeting ID: 981 8423 1365
      Passcode: Clin_Teach

    • Activity #3: Prioritized Competency List Forum

      After reading the book chapter entitled The Core Competencies Needed by Healthcare Professionals (Chapter 3 of Health Professions Education: A Bridge to Quality) by the Committee on the Health Professions Education Summit, with Greiner, A. C. & Knebel, E. as editors, you were able to create a list of competencies that you think your students should be able to acquire at the end of the program.   You were able to use the core competencies as a guide, applying it to the current healthcare situation in our country and in the world.

      Share your group's discussion output here in our discussion forum.  

    • Mini-Research Project Due: May 29, 2024 Assignment
      Due: Wednesday, 29 May 2024, 9:00 PM
      Make a submission
    • Research Project Worksheet 1 Forum

      Post your initial research plan here.  Accomplish the following worksheet to help me know what you plan to do for your group's research project.

      RESEARCH PROJECT WORKSHEET 1

      Submitted by: ­­­­­­­­­­­­­­­­­­­­­­­__________________________________________________     Date: ____________

      Proposed Topic/ Title: __________________________________________________________________________________________________

      Research Questions:

      1.

      2.

      Sample description & size

      Research Objectives

       

       

      Variables & Levels of measurement/ Data to be collected

      Brief description of data collection method & procedure

      Instrument to be used (attach copy)

      Data Analysis

      Objective 1:

       

       

       

       

      Objective 2:

       

       

       

       

       

       

       

       
    • Supplemental Resource URL

      Kendall’s Coefficient of Concordance (W)

    • Study Unit 5: Identifying learning foci and outcomes

    • Activity 4: Video discussion on Flip grid URL
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      What will students learn in my unit of instruction that they won’t learn in other units or institutions? 

      Post your responses in Flipgrid by Mar 6, 2024.

    • Activity #5: What others say about my outcomes Forum
      Make forum posts: 1

      After viewing the TED Ed video lesson on learning outcomes, formulate 1-2 outcomes for your clinical unit of instruction.  Make sure that your outcomes:

      a. align with your foci of experience

      b. are SMART

      c.  follow the ABC format

      Post your outcomes in the discussion forum and participate by giving feedback on the outcomes presented by at least 3 of your classmates.  View the comments given to your outcomes.  How do you feel?  Were the comments helpful?

      Your responses will not be graded, but you are encouraged to participate in the discussion.  You have until Mar 11, 2024 9:00pm to post your outcomes and comments.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Assignment 4: Foci of Experience and Learning Outcomes Due: Mar 15, 2024
      Due: Friday, 15 March 2024, 9:00 PM
      Make a submission
    • Synchronous Session 4 URL

      Plenary of Assignment 4: Foci of Experience and Learning Outcomes

      Mar 13, 2024 1:00-3:00pm

      https://up-edu.zoom.us/j/98184231365

      Meeting ID: 981 8423 1365

      Passcode: Clin_Teach

  • Unit 2: Teaching-Learning Strategies in the Clinical Setting

    In this unit, you will be introduced to the teaching-learning strategies commonly used in clinical teaching.  The differences, advantages, disadvantages, and the resources needed for each strategy will be discussed.  In this unit, you will be encouraged to try out some of the strategies which you think will be most appropriate to your setting.  Your personal experiences with these varied strategies will provide a rich resource for the class.

  • Unit 3: Evaluating Clinical Performance

    This unit will help you identify appropriate evaluation methods that can be used in the clinical context.  You will develop your own evaluation methods and instruments needed in clinical evaluation.  The interpretation and utilization of results of these evaluation methods will also be explored in this unit.

    • Study Unit 9: Evaluation Principles and Concepts

    • Activity #11: Which type of assessment is most valuable to students? Forum
      Post replies: 1 Make forum posts: 1

      After viewing the Video lessons on the Role of clinical assessment in medical education by Tomorrows Med (TM)  and on  Assessment FOR, AS, & OF Learning by AERTeamGEDCSB, reflect on which type of assessment: Assessment FOR, AS, or OF learning is most valuable to students.  Share your thoughts in the discussion forum and write a comment or response to at least three of your classmates’ list.

      Your responses will not be graded, but you are encouraged to participate in the discussion.  You have until Apr 26, 2024 9:00pm to post your responses and comments.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

       

    • Qualities of Good Assessments

    • Criteria for good assessment by Norcini, J. URL
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      This video proposes a criteria for ascertaining the quality of assessments that include not only the usual validity, reliability, and practicability, but also other aspects related to impact to future learning, acceptability, and equivalence.

    • Activity #12: Good or bad assessment? Forum
      Post replies: 1 Make forum posts: 1

      After watching the video of Norcini on the Criteria for Good Assessment: Consensus statement and recommendations from the Ottawa 2010 Conference, use their recommended criteria in deciding whether the assessment portrayed in the given scenario is good or not.  Explain how you arrived at this decision and suggest at least one way that the clinical teacher in the scenario can further improve the assessment.

       

      Scenario

       

      A clinical teacher handling 5 Physical Therapy interns rotating in the burn unit decided to conduct weekly assessments of his interns so that he will be able to gather enough information at the end of their four-week rotation.  He utilized a 5-page checklist provided by the training officer.  This is the assessment tool developed by the training committee which all clinical teachers used to assess their assigned interns.  Because the checklist was too long, and he didn’t want to be holding a bunch of papers during patient rounds, he would fill out the checklists at the end of the day.  The results of the checklists are discussed with the interns at the end of the week.

       

      During feedback sessions, he admits it’s usually difficult to give very specific feedback to each intern because he feels there isn’t enough time to see all the expected competencies of each student.  That’s why he would usually conduct group feedback instead.  He feels this will also be beneficial to more students compared with individual feedback sessions.

       

      The final grade of the interns for the burn unit rotation is based on the average rating of the student from the checklist scores per week.  He noticed that in the past year that he has been a clinical teacher in the burn unit rotation, no student has ever gotten a failing mark.

       

       

      Post your answer in the discussion thread in the course site and respond or provide a comment to responses of at least 3 of your classmates.  Keep your answers brief and concise. Your responses will not be graded, but you are encouraged to participate in the exchange of ideas.  You have until Apr 26, 2024 to post your answers and give comments to your classmates’ responses.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Study Unit 10: The Power of Feedback

    • Activity #13: The role of feedback in learning Forum
      Post replies: 1 Make forum posts: 1

      Participate in the discussion forum by answering the following questions:

      1. When you were a student, what kind of feedback did you receive were most helpful to you in achieving your learning goals? What were least helpful?

      2. How did these “good” or “bad” feedback experiences contributed or hindered your own learning in the clinical setting?

      Post at least one answer to the discussion questions and respond or provide a comment to responses of at least 3 of your classmates. Keep your answers brief and concise. Your responses will not be graded, but you are encouraged to participate in the discussion. You have until May 3, 2024 9:00pm to post your responses and comments. Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Activity #14: Asynchronous Video Discussion Forum URL
      View

      Participate in this discussion forum by posting a 1 to 2-minute video similar to the video you watched, but instead showing how you apply one or more principles of providing constructive feedback in a simulated clinical learning scenario.  Go to the Flipgrid link (https://flip.com/e53d1005) where you will record and post your video.

      Post a reply to the video posts of at least 3 of your classmates by identifying the principles of constructive feedback which you observed being demonstrated in their video.

      Reply back to the comments you receive by agreeing or disagreeing on the principles demonstrated and providing a brief explanation of why you agree or disagree with the comment.

      All video posts, video replies and comments should be kept brief and concise and should not exceed 2 minutes per video.

      Your participation in this activity will not be graded but you are highly encouraged to participate in the activity. 

      You have until May 3, 2024 12:00mn to post your simulation videos and until May 10, 2024 9:00pm to post your replies and comments.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Study Unit 11: Workplace-Based Assessment (WBA)

    • Case Presentation Guide File
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      Be guided on your presentation of an actual unit of instruction or training program that utilizes an assigned evaluation method in their clinical teaching.

    • Examples File
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      Here are links to video examples for DOPS, MINI CEX and CBD

    • Supplemental Resource

    • Synchronous Session 6 (Online) URL
      View

      Case Presentations

      May 8, 2024 1:00-3:00pm

      981 8423 1365
      Passcode: Clin_Teach

    • Study Unit 12: The Role of Testing in Assessing Clinical Performance

    • Activity #15: Testing Forum
      Post replies: 1 Make forum posts: 1

      After watching Presentation 8, look back on your unit of instruction’s outcomes and participate in this discussion forum by answering the following question:

      Will testing be useful in assessing my unit outcomes?

      Post a response and reply to at least 3 of your classmates’ responses.

      Your participation in this activity will not be graded but you are highly encouraged to participate in the activity. 

      You have until May 17, 2024 9:00pm to post your responses.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.

    • Study Unit 13: The Grading System:  Arriving at Decisions

    • Assignment #6: MY ASSESSMENT PLAN FOR MY UNIT OF INSTRUCTION Due: May 15, 2024
      Due: Wednesday, 15 May 2024, 9:00 PM
      View Make a submission

  • Course Integration

    • Synchronous Session 7: Face to Face on May 22, 2024

      If you cannot join the face to face , log in to our Zoom room:

      https://up-edu.zoom.us/j/98184231365 

      981 8423 1365
      Passcode:  Clin_Teach
    • FINAL OUTPUT Due May 27, 2024 Assignment
      Due: Monday, 27 May 2024, 9:00 PM
      View Make a submission
    • Activity #16: End of Course Reflection URL
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      Go to the Flipgrid discussion by copying this link to your browser:  https://flip.com/275b5ec9

      Record a 90-second video in Flipgrid to share your insights on the concepts you learned in HP 223 answering the following questions:

      1. What is my most significant learning from this course?  
      2. How has HP 223 changed me as an educator? 

      After posting your video, watch the other videos of all your classmates and respond to each by sharing things you found to be common learnings based on what he/ she shared in the 90-second introduction.  You have until May 23, 2024 9:00pm to post your responses and comments.

      Always remember to follow our class netiquette guidelines as we discussed during the course orientation.